Cooperative Lesson Plan

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“El líder en mi” Cooperative Learning Lesson Plan

Profesor Lobo
Spanish 2
Table of Contents
Lesson Plan for Day 1  pg. 2- pg. 22
Lesson Plan for Day 2  pg. 23
Lesson Plan for Day 2  pg. 24 – pg. 29
Back Pocket Activities  pg. 30 -pg. 33
Student Packet  pg. 34 – pg. 46

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COOPERATIVE LESSON PLAN
AGENDA FOR DAY 1 OF “EL LIDER EN MI”
Brief Lecture/ Information About Current History of Venezuelan Government

Think- Pair- Share: “Why is food, security, and safety important?”
Assign “El líder en mi” Project and Divide Class into Groups
Dedicated Research Time
RATIONALE:
- I have fit the first day of this cooperative lesson plan to coordinate with our class’s discussion on Venezuela and the
cancellable events that are occurring right now. I want to discuss the current events that are happening in Venezuela
because not only will it provide students the space to develop their objective and subjective fact-finding skills, but it will give
them the information necessary to further gain their power and use their voice to make change. The first day of this
cooperative lesson plan is dedicated to introducing students to the information that they are about to learn and dedicate
time to a quality discussion surrounding these topics. On this first day, I will also dedicate time to assign students their
political party groups and explain their roles within their assigned parties.
Language Level: Spanish 2 Grades: 10/11 Teacher: Profe Lobo Minutes: 60 minutes.
What are the objectives for - To set the standards, expectations, and procedures for the students’ “El líder en mi” project.
students? - To give students the background knowledge about Venezuelan current events that is necessary for them to
complete their project.
- To elicit conversation about these cancel worthy events that are happening in Venezuela so that students can
further build their voice.
Materials/ Set Up - Prepared Google Slides

- EPSON board
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- Student handout printed out for each student.

- Poster sized sticky-notes.
- Markers and pens for students to use.
- Tables set up in groups of 6.
- Cut out paper numbers 1-4 on each table group.
- Students need their maps out on their desks for their map partners.
- Notecards with students’ names on them.
What are the standards ACTFL W-RSLL Standards

that the instructor will
focus on? - Communication
o Standard 1.1: Students engage in conversations, provide, and obtain information, express feelings and
emotions, and exchange opinions.
o Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.
o Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on
a variety of topics.
- Cultures
o Standard 2.1: Students demonstrate an understanding of the relationship between the practices and
perspectives of the culture studied.
o Standard 2.2: Students demonstrate an understanding of the relationship between the products and
perspectives of the culture studied.
- Comparisons
o Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the
cultures studied and their own.
LESSON PROCEEDURE
Time Spent Description of Activity Teacher Thinking

on Activity
2 minutes Greet students and check in with them after a long day of school. I ensure that this is an intentional part
of every lesson that I create because
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students have had a long day worth of

school and classes, so the least thing
 “¡Hola todos! ¿Como están? ¿Cómo se sienten? ¿Se sienten feliz? ¿Triste? ¿Cansado? ¿Alguien that I can do to ensure my classroom is
tiene algunos eventos divertidos después de escuela hoy?” a safe and enjoyable place to be. This
also gives students the opportunity to
engage in authentic and real
conversations about how they are
feeling (bettering their circumlocution
 “Hey everyone! How are you? How do y’all feel? Do y’all feel happy? Sad? Tired? Does anyone have
skills).
any fun events after school today?”
Communication
*When greeting students, push them to use phrases like “me siento” more than “estoy…”. Throughout
Standard 1.1: Students engage in
their Spanish career, they’ve learned that using the verb “estar” is one of the only ways to describe
conversations, provide, and obtain
how they’re doing. This pushes them even further in describing their emotions. * information, express feelings and
Standard 1.2: Students understand and

*When engaging in these conversations, make sure that you hear an answer from each student interpret written and spoken language
individually. If they don’t raise their hands, use the cards to call on them. Your goal here is to check in on a variety of topics.
with EACH student, not just a majority. *
30 seconds Transition into the brief lecture about what happened and what has happened within the Venezuelan This part of the lesson serves as a
government in recent years. transition into the following activity.
 “Bueno clase, entonces hoy vamos a comenzar nuestro día con conversación sobre lo que pasó en
Venezuela y lo que ha pasado en los políticos del país.”
 “Alright class, so today we are going to start the day with a conversation about what happened
and what has happened within the Venezuelan government in recent years.”
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10 minutes Give a brief lecture on what happened and what has happened within the Venezuelan government in At this point in the lesson, I am going to
recent years (with the use of this powerpoint slide). This information sets the stage for students and briefly introduce what we did yesterday
and what we are going to learn today. I
their upcoming “El líder en mi” project. want them to see a continuum of
injustice and, I want to reinforce
students’ confidence over what we’ve
learned already. I intentionally want to
 “Vamos a continuar nuestra investigación de Venezuela porque ayer, hablamos mucho sobre este reinforce students’ previous knowledge
país durante la época de Colon, ¿verdad? Como un repaso, aprendíamos que Colon llegó en of this topic that they learned over the
Venezuela en la Península de Paria durante su tercer viaje y él clamó la tierra en el nombre de los past couple of days so that they are
reyes católicas. En el año 1498, Colon comandó a sus marineros para explorar la tierra (el golfo y el confident they can use this information
Río Orinoco) hasta que él determinó que llegaba en un nuevo continente. A lo largo de este parte de going into their project. I also want to
keep this lecture brief because after
su viaje, Colon y sus marineros querían proteger sus descubrimientos de los habitantes originales de about 10 minutes’ worth of lecturing at
la región (los arahuacos y los caribes) y Colon causaba mucha dolor y sufrimiento para la gente students, they will shut down and their
indígena de Venezuela. Después de aprender esta historia de la colonización cancelable de Colon, participation will go down the drain. To
podemos criticar lo que ha pasado en tiempos recientes en el mismo país. Con esta información útil, combat a possible lack of participation, I
included a section of this plan that list
podemos usar nuestras voces poderosas para impactar el mundo, y con suerte, podemos mejorar el
out essential questions to drive
crisis sociopolítico. Debemos hablar sobre lo que ha pasado en Venezuela para ver una continuación participation and cultural comparisons. I
de injusticia, ¿verdad? Entonces, ahora en Venezuela, el presidente actual es Nicolás Maduro. Él ha believe that this is necessary because it
tenido una precedencia interesante para decir el menos. Después de su predecesor, Hugo Chávez, gives students the necessary
Maduro quería continuar con la ideología del “chavismo” en su precedencia (el nacionalismo, una information for them to complete their
project.
economía central, y un militar activo). Maduro trataba a apoyar y ayudar Venezuela, pero él no tenía
la confianza de la gente porque en el año 2017, el consiguió poder más o menos total. A causa de la
corrupción en el gobierno, un cierre del comercio, las violaciones de derechos humanos, etc., la
sociedad de Venezuela empezaba peyorar. Hoy en día no hay la comida suficiente para los ciudadanos Communication
venezolanos; la policía nacional ha abusado su poder; los ciudadanos venezolanos han empezado a Standard 1.1: Students engage in
emigrar de su propio país. Aunque la crisis en grave ha continuado peyorar, Maduro no ha hecho conversations, provide, and obtain
nada suficiente para unir el país. De hecho, Maduro ha tratado eliminar la Asamblea Nacional y sacar information, express feelings and
el poder de la gente. Objetivamente, hay mucho que ha hecho Maduro que merece la etiqueta de emotions, and exchange opinions.
“CANCELADO”, pero somos mejor que eso. Podemos decidir para nosotros mismos si apoyamos o no Standard 1.2: Students understand and
apoyamos un individuo sin parando la conversación.” interpret written and spoken language
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on a variety of topics.
 “We are going to continue our investigation of Venezuela because yesterday, we talked a lot about
this country during the time of Columbus, right? As a review, we learned that Columbus arrived in Cultures
Venezuela on the Peninsula of Praia during his third voyage, and he commanded his crew to explore
the land (the golf and the Orinoco River) until he determined that he arrived on a new continent. Standard 2.1: Students demonstrate an
understanding of the relationship
Throughout this part of his journey, Columbus and his crew wanted to protect his findings from the between the practices and perspectives
original habitants of the region (the Arawak and the Carib). To be honest, Colon caused a lot of pain of the culture studied.
and suffering for the indigenous people of Venezuela. After learning about Columbus’ history of
cancellable colonization, we can criticize what has happened in recent times in the same country. With Standard 2.2: Students demonstrate an
this useful information, we can use out powerful voices to impact the world, and hopefully, we can between the products and perspectives
better the sociopolitical crisis in Venezuela. We should talk about what has happened in Venezuela to of the culture studied.
see a continuation of injustice, right? Currently in Venezuela, the current president is a controversial
man: Nicolas Maduro. He has had an interesting presidency to say the least. After the administration
of his predecessor, Hugo Chávez, Maduro wanted to continue with the ideology “chavismo” in his Comparisons
presidency (nationalism, a centralized economy, an active military). Maduro tried to help and support
the country, but he didn’t have the support of the people. Due to the governmental corruption, a trade Standard 4.2: Students demonstrate
understanding of the concept of culture
shutdown, human rights violations, etc., the society of Venezuela has started to worsen. Currently,
through comparisons of the cultures
there isn’t enough food for Venezuelan citizen, the national police have abused their power, studied and their own.
Venezuelan citizens have started to emigrate from their own country. Although the sociopolitical has
continued to worsen, Maduro hasn’t done enough to unite the country. In fact, Maduro has tried to
eliminate the National Assembly and take power from the people. Objectively, there is a lot that
Maduro has done that deserves a big label of “CANCELLED”, but we are better than that. We can
decide for ourselves if we support or don’t support an individual without stopping the conversation.”
Essential Questions to Increase Participation, Cultural Comparisons, and Connections:
 “¿Como se sentían la gente indígena a lo largo de los esfuerzos de la colonización de Colon?”
 “How did the indigenous people feel throughout Columbus’ efforts of colonization?”
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 “Pongan ustedes mismos en los zapatos de la gente indígena- ¿como podemos empatizar con
ellos?”
 “Put y’alls self en the shoes of the indigenous people – how can we empithize with them?”
 “¿Como es el gobierno de Venezuela diferente en comparación con los Estados Unidos?”

 ”How is the government of Venezuela different in comparison with the United States?”
30 seconds Transition into the “think – pair – share” part of the lesson where students conceptualize two This part of the lesson serves as a
enormous concepts: food and security. transition into the following activity.
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 “Bueno, entonces hemos hablado mucho sobre lo que ha pasado en Venezuela ahora y la injusticia
que está ocurriendo hoy en día. Aunque hay muchos temas importantes y los que merecen critico
objetivo y subjetivo, vamos a enfocarnos en dos temas muy relevantes y graves en la sociedad
venezolana: la falta de comida y la seguridad…”
 “Alrighty, so we’ve talked a lot about what has happened in Venezuela right now and the injustice
that is occurring today. Although there are a lot of important themes and those of which deserve
objective and subjective criticism, we are going to focus on two very relevant and dire themes in
Venezuelan society: the lack of food and security…”
15 minutes Start the modified “think – pair – share” where students pair up and answer the question, “why is I like the idea of doing this activity in
food, safety, and security important?”, in response to the sociopolitical and economic crisis that is pairs because it both supports students,
and it gives them any and every excuse
occurring in Venezuela currently. With this question, they will start to think critically about why these to communicate interpersonally. I also
themes of food and security are pertinent to Venezuelan society, why it is an injustice, and why they decided to give them these big and
should care. vague topics to discuss like food and
security because these two themes are
the basis of the conversation and
activity that we will be doing over the
Opening statements before the activity starts: next few days. I wanted to give them
the space to conceptualize these topics
 “Aunque hay muchos temas importantes y los que merecen critico objetivo y subjetivo, vamos a before diving deep into what they mean
enfocarnos en dos temas muy relevantes en la sociedad venezolana: la falta de comida y la falta de for Venezuelan society.I am always a
huge proponent in allowing students to
seguridad nacional. Hoy en día, en Venezuela, no hay comida suficiente para todos los ciudadanos y la
be creative and use their hands. Since
administración de Maduro no ha hecho nada para modificar sus métodos de la distribución de comida the start of the pandemic, that
nacional para apoyar la gente. Hay mucha resistencia social dirigida a la presidencia de Maduro y hay opportunity has been robbed from
marchas en las calles (que resultan en violencia entre la policía nacional y los ciudadanos) them, so in turn, I want to give them a
protestando los políticos actuales. Para comprender estas ideas grandísimas, vamos a trabajar con space to creatively formulate their ideas
about these two heavy concepts:
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nuestros compañeros de Argentina pesando sobre la pregunta, “¿Por qué es la comida y la seguridad hunger and security. This is also another
importante?”. Vamos a hacer una actividad de “pensar – emparejar – compartir” en español. chance for students to interpersonally
communicate their thoughts and
feelings about these two big
concepts.This will serve as another
*(Cambiar a la parte de “pensar”)* chance for students to communicate
their feelings and it serves as a
formative check for understanding. I
intentionally included this activity
because I want students to have a low-
 “Although there are a lot of very important themes that deserve objective and subjective criticism,
stakes environment to speak in front of
we are going to focus on two very relevant and dire theme: the lack of food and the lack of national the class. By this point, I have scaffolded
security. Right now, in Venezuela, there isn’t enough food for all the citizens and Maduro’s enough time for them to build up
administration hasn’t done anything to modify their methods of national food distribution to support enough confidence to share out what
the people. There is a lot of social resistance directed towards Maduro’s presidency and there are they’ve got.
marches in the streets (that result in violence between the national police citizens) protesting the
current politics. To comprehend these huge ideas, we are going to work with our partners from
Argentina thinking about the question, “why is food and security important?”. We are going to do a
“think – pair – share” activity” in Spanish. Communication

*(Shift to the “thinking” part) * information, express feelings and

Think: interpret written and spoken language
For this part of the lesson, students will be thinking about the question, “why are security and food
Standard 1.3: Students present
important?”, in pairs. Pass out the giant sticky note poster sheets and markers at the front of the
information, concepts, and ideas to an
room. Students will be asked to write the question that they are thinking about at the top of their audience of listeners or readers on a
poster and draw out, write out, or talk about why these two issues are important. variety of topics.
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 “Entonces, ahora vamos a trabajar con nuestros compañeros de Argentina para tres minutos
pensando sobre por qué son importante la comida y la seguridad. ¿Realmente, es importante? ¿Qué
efectos tiene una falta de comida para una comunidad? ¿Los políticos afectan la distribución de
comida? ¿Cómo y por qué? ¿Es importante tener la seguridad? ¿Qué efectos tiene una falta de
seguridad? ¿Los políticos afectan la seguridad para la gente? ¿Cómo y por qué? Hablen con su
compañero para tres minutos y pongan todas de sus ideas y palabras de vocabulario útil en este
papel. ¿Alguien tiene algunas preguntas para mi antes de que empecemos?”
 “So, now we’re going to work with our partners from Argentina for three minutes thinking about
why food and security is important. Really, is it important? What effects do a lack of food have for a
community? Do politicians affect the distribution of food? How and why? Is it important to have
security? What effects do a lack of security have for a community? Do politicians affect security for
people? How and why? Talk with your partner for three minutes and put all of your ideas and useful
vocabulary on this paper. Does anyone have any questions for me before we start?
*Give students 1 minute exactly to find their partners (using their maps and a timer projected on the
EPSON board) and then give them 5 minutes to talk with their partners and think out everything. *
*Once the timer rings, transition into the following portion of the “pair” portion of the activity. *
Pair/Share:
Students (with their Argentina map partners) will pair up with another map partner pair and share out
or present their poster and major ideas.
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 “Bueno clase en tres, dos, uno. ¡Mil gracias para tu atención! Entonces, ahora con nuestros
compañeros de Argentina, busca por otra pareja y presentar tus ideas. Comparar las ideas que tu y tu
compañero han formulado. ¿Cómo son diferentes? ¿Cómo son similares? ¿Qué más pueden añadir a
tu póster? Van a tener 5 minutos más para hablar con otra pareja. ¿Están listos? ¡Adelante!”
 “Alright class in three, two, one. Thank you so much for your attention. So, now with our partners
from Argentina, find another pair and present your ideas. Compare the ideas that you and your
partner have formulated. How are they different? How are they similar? What more can y’all add to
your poster? Y’all will have 5 more minutes to talk with another partner. Are y’all ready? Let’s go!”
*Give students 1 minute to find another map partner pair (using their maps and a timer projected on
the EPSON board) and then give them 5 minutes to talk with another pair*
*Transition into entire class group share*
Share (whole class):
During this portion of the activity, students will be given the opportunity to share out their ideas that
they came up with in partners and/or groups with the rest of the class for the remanding 3 minutes.
The teacher will primarily guide this short conversation with students.
 “Bueno, entonces ahora vamos a hablar como un grupo sobre las ideas que formulamos en grupos
y en parejas. ¿Cuales son las moralejas grandes que tenemos ahora? ¿Por qué es la comida
importante? ¿Por qué es la seguridad importante? ¿Qué pensamos?”
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 “Alright, so now we’re going to talk as a group about the ideas that we formulated in groups and in
pairs. What are the big takeaways that we have now? Why is food important? Why is security
important? What do we think?”
*If students do not participate or choose not out raise their hand, use the name cards that are located
in the basket on the circle table in the corner of the room to call on students to share. *
30 seconds Transition into introducing the “El líder en mi” project for students and laying out the rules, norms, This part of the lesson serves as a
and expectations for their upcoming project. transition into the following activity.
 “Bueno, ahora voy a introducir nuestro proyecto que va a tomar 2 días para completar. Nuestro
proyecto, se llama “El líder en mi”, va a cultivar nuestras habilidades de pensar critico y empatía para
los otros humanos…”
 “Alright, right now I am going to introduce our project that is going to take 2 says to complete. Our
project, called “El líder en mi”, is going to cultivate our critical thinking skills and empathy for other
human beings…”
10 minutes Introduce the “El líder en mí” project and outline and assign each table group with a specific political When going about planning for this
party that is represented in the Asamblea Nacional. Also pass out the project packets that are at the lesson plan, I wanted to do two things:
give students a cultural insight into the
front of the room on the table next to the teachers desk. Each student gets one, but as the instructor Venezuelan government and also let
passes out the packets, they should be describing the project and outlining what students will be them use their language skills to both
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doing. empathize and think critically about real

world issues that affect real people.
Topics like hunger and a lack of national
security are heavy, no matter the
 “A este punto, hemos hablado mucho sobre como los ciudadanos venezolanos han sido afectado language level that the students are at.
por la falta de comida y la falta de la seguridad nacional. También, hemos examinado lo que significa After learning about these heavy topics,
students might be asking themselves
la comida y la seguridad para nosotros mismos para que podamos empatizar con la nación de “what can I do?”. Within this activity, I
Venezuela. Ellos están al punto más alto de su crisis socioeconómica, y para este proyecto, vamos a am giving students the space to think
trabajar como la Asamblea Nacional y formar “un plan de acción” para mejorar la situación en critically and create solutions to real
Venezuela. Probablemente están diciendo, “Profe Lobo, no hemos hablado mucho sobre la Asamblea world issues using their language ability,
no matter how limited it may or may
Nacional, ¿Qué es?”. Pues, la Asamblea Nacional es como el senado que tenemos en los Estados
not be. This is a challenging activity, but
Unidos. Hay representantes de cada partido político que dan sus respuestas y opiniones para I am going into this cooperative learning
problemas que se enfrenta el publico venezolano. Realmente ahora en Venezuela, 252 de 277 de las activity assuming that my students can
sillas en la Asamblea Nacional son para el PSUV o el partido del presidente, Nicolás Maduro. Él y su handle this type of conversation with a
partido tiene demasiado poder en la Asamblea Nacional entonces hay mucha corrupción en el properly scaffolded packet to go along
with our conversations. To
gobierno central. Nada puede cambiar sin el “sí” de Maduro y su partido. La democracia
reemphasize, one of the biggest things
constitucional ha cambiado a una dictadura fascista. A causa de esta cambia en el gobierno, los for me when it comes to my PTL is not
ciudadanos han rechazado este nuevo régimen y ellos han empezado a protestar en contra de la letting students feel resourceless. When
corrupción. Hay violencia en los calles y luchas entre la policía nacional y los ciudadanos de I scaffold an activity correctly, students
Venezuela; el país está en peligro de la seguridad nacional. También, la economía ha empeorado a realize that they can meet the challenge
I have set forth and they can meet my
causa de muchos diferentes factores; la corrupción en el gobierno, un cierre del comercio, las
expectations.
violaciones de derechos humanos, etc. Esta situación es objetivamente “cancelada” porque nadie
puede vocear su opinión y cambiar la situación grave en el país para el mejor.
Como una clase, hemos redefinido lo que significa “cancelado” mientras investigar la vida de un Communication
hombre MUY cancelable: Cristóbal Colon. No hemos parado la conversación – hemos extendido la Standard 1.1: Students engage in
conversación para pensar critico sobre la pregunta, “¿Qué podemos hacer?”. Para este proyecto conversations, provide, and obtain
vamos a pensar sobre soluciones reales que pueden mejorar la situación en Venezuela y vamos a information, express feelings and
reintroducir la democracia. Normalmente, hay una distribución igual de sillas para cada partido emotions, and exchange opinions.
político representado en la Asamblea Nacional. Vamos a enfocarnos en 4 partidos políticos Standard 1.2: Students understand and
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importantes que han impactado muchas legislaciones diferentes en el pasado… interpret written and spoken language
Cultures
Standard 2.1: Students demonstrate an

Distribuye los paquetes para el proyecto y cambia la pantalla* between the practices and perspectives
of the culture studied.

- El Partido Socialista Unido de Venezuela (el partido más conservador) understanding of the relationship
- La Acción Democrática (el partido más liberal) between the products and perspectives
- El Partido Comunista de Venezuela (el partido más radical)
- Los representantes indígenas (los que estaban en la región antes de la colonización).
Comparisons
Standard 4.2: Students demonstrate

studied and their own.
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Para este proyecto, cada grupo va a representar uno de los partidos políticos en nuestra reunión
modela de nuestra propia forma de la Asamblea Nacional. Cada partido político va a presentar su
solución para la crisis del hambre y la seguridad nacional al resto de la clase. Miren a las mesas y
pueden ver que yo puse números de papeles en cada grupo de mesas. Cada grupo va a representar
un numero y un partido político también.
- El Partido Socialista Unido de Venezuela  1

- La Acción Democrática  2
- El Partido Comunista de Venezuela  3
- Los representantes indígenas  4
*Distribuye los paquetes para el proyecto y cambia la pantalla*
Dentro de este paquete, hay direcciones para guiarles por este proyecto. El primer paso es este
proyecto es asignando los roles para cada persona. Dentro de un partido, hay diferentes roles que
hacen los votantes. En nuestros grupos de mesas de 6 personas, cada persona va a representar un
votante con un rol especifico…
- El presidente  Esta persona habla con y para el grupo. Cuando el presidente está en las
reuniones de la Asamblea Nacional, el presidente organiza, resume, y comparte las ideas que
todos los votantes en el partido político han creado. Esta persona va a formular sus ideas
alrededor de las preguntas como, “¿Estoy representando todos de las ideas de todos los
votantes en mi partido publico?” o “¿Estoy comunicando nuestra idea de una solución para los
asuntos del hambre y la seguridad nacional?”.
- El secretario  Esta persona colecta todos los apuntes durante las reuniones de la Asamblea
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Nacional. Todo el mundo va a reflectar en las ideas que han sido compartido por todos los
partidos políticos y los votantes individuos, pero esta persona va a crear un “reportaje” que
contiene las ideas y las clamas que han dicho por los otros partidos políticos y otros votantes.
(Ellos pueden usar su laptop durante la Asamblea Nacional).
- El tesorero  Esta persona va a organizar sus ideas y va a hablar con el resto de la Asamblea
Nacional sobre el concepto que está en la frente de las mentes del todo mundo: el dinero.
Esta persona va a formular sus ideas alrededor de las preguntas como, “¿Cuánto dinero
podemos gastar (como un partido político) en estas causas?” o “¿Debemos gastar el dinero
para estas causas?”.
- El publicitario  Esta persona va a enfocarse en “la imagen publica” del partido publico. El
publicitario va a formular sus ideas alrededor de las preguntas como, “¿Qué impacta tiene
nuestra solución para la crisis en nuestra imagen publica?” o “¿Cuáles tipos de anuncios
aceptables podemos publicar para mostrar el apoyo (o la falta de apoyo)?”.
- El protector de los votantes públicos  Esta persona va a enfocarse en como el partido
político puede representar los votantes públicos del partido nacional. Esta persona va a
formular sus ideas alrededor de las preguntas como “¿Estamos representando las filosofías del
publico bien o mal?” o “¿Hemos recibido bastantes opiniones del publico?”.
- El director de la diversidad  Esta persona va enfocarse en como las soluciones de su partido
político benefician todas las comunidades, especialmente las comunidades marginalizadas.
Esta persona va a formular sus ideas alrededor de las preguntas como, “¿Nuestra solución
para la crisis nacional del hambre y la seguridad beneficia a todos de los ciudadanos de
Venezuela?” o “¿Nos hemos enfocado bastante en la equidad?”.
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Para el resto de la clase hoy, voy a darles tiempo para investigar (con sus grupos) sobre sus partidos
nacionales. ¿Como han respondido a los asuntos del hambre y la falta de la seguridad nacional?
¿Cómo ustedes van a responder a estos problemas que mencionamos en nuestra discusión sobre la
crisis socioeconómica? ¿En grupos, cómo van a presentar sus ideas y soluciones al resto de la
Asamblea Nacional? ¿Qué tiene que investigar y pensar cada miembro del partido con tu rol
especifico? ¿En lo qué debe enfocarse? Recuerden que hemos enfocadnos en encontrar información
objetiva y subjetiva para apoyar o no apoyar a las personas o los movimientos a lo largo de nuestra
unidad. Nos hemos graduado de solo decir, “eres cancelado”, porque eso se para la conversación. La
meta esencial para este proyecto es para “ponerse en los zapatos” de estos partidos políticos y
pensar critico sobre una solución para los asuntos del hambre y la falta de la seguridad nacional. Este
paquete será como una guía para ustedes a través de este proyecto. En dos días, van a presentar sus
soluciones para la crisis socioeconómica en nuestra reunión de la Asamblea Nacional usando uno de
los métodos en sus paquetes (las direcciones y la rubrica para el proyecto están en la primera y la
ultima pagina). En el paquete, hay espacio para escribir sobre la investigación que han encontrado
durante esta hora la hora de mañana. Durante las presentaciones, estarán calificado en su
presentación como un grupo, su presentación de su rol en la solución, y su participación y atención
durante las presentaciones de los otros partidos políticos. Cuando los otros partidos políticos están
presentando sus soluciones, deben tomar apuntes usando la hoja en la quinta pagina y van a
entregarlos después de se terminan todas las presentaciones. Nuestra reunión será profesional,
entonces les espero dar su atención explicita a cada grupo. Voy a proveerles con tentempiés y
bebidas para todos porque hablando en frente de toda la clase puede ser difícil. Estoy aquí para
apoyarles y si tienes preguntas sobre mis expectaciones o las direcciones para este proyecto, levanten
el mano ahora o hablen conmigo durante el tiempo de trabajar. ¿Estamos listo para trabajar?”
 “By this point, we’ve talked a lot about how Venezuelan citizens have been affected by the lack of
food and a lack of national security. Also, we’ve examined what food and security means for ourselves
so that we can empathize with the nation of Venezuela. They are the climax of their socioeconomic
crisis, and for this project, we are going to work as the “National Assembly” and form an action plan
to better the situation in Venezuela. Your probably saying, “Profe Lobo, we haven’t talked a lot about
19
the National Assembly, what is it?”. Well, the National Assembly is like the senate that we have in the
United States. It is formed with representatives from each political party that give their answers and
opinions that the Venezuelan public face. Actually, right now in Venezuela, 252 of 277 seats in the
Asamblea Nacional are for the PSUV or the party of the president, Nicolás Maduro. He and his party
have too much power in the National Assembly so there is a lot of corruption in the central
government. Nothing can change without the “yes” from Maduro and party. The constitutional
democracy has changed to a fascist dictatorship. Because of this change in the government, citizens
have rejected this new regime and have started to protest against the corruption. There is violence in
the streets and fights between the national police and the citizens of Venezuela; the country is at risk
of national security. Also, the economy has worsened because of a lot of different factors; the
governmental corruption, a trade shutdown, human rights violations, etc. This situation is objectively
“cancellable” because nobody can voice their opinion and change the dire situation in the country for
the better.
As a class, we have redefined what “cancelled” means while investigating the life of a VERY
cancellable man: Christopher Columbus. We haven’t stopped the conversation – we’ve extended the
conversation to think critically about the question, “What can we do?”. For this project, we are going
to think about real solutions that can benefit the situation in Venezuela and we’re going to bring back
democracy. Normally, there is an equal distribution of seats for each represented political party in the
National Assembly. We are going to focus on 4 important political parties that have impacted a lot of
different legislations in the past that are …
- El Partido Socialista Unido de Venezuela (the more conservative party)

- La Acción Democrática (the more liberal party)
- El Partido Comunista de Venezuela (the more radical party)
- Los representantes indígenas (those who were in the región before colonization)
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*Pass out the packets for the project and change the slide*
For this project, each group is going to represent one of the political parties in our model meeting of
our own form of the National Assembly. Each political party is going to present their solution for the
hunger and national security crisis to the rest of the class. Look at the tables and y’all can see that I
put paper numbers on each table group. Each table group is going to represent a number and a
political party as well…
- El Partido Socialista Unido de Venezuela  1

- La Acción Democrática  2
- El Partido Comunista de Venezuela  3
- Los representantes indígenas  4
Within this packet, there are directions to guide y’all through this project. The first step in this project
is assigning roles for each person. Within each party, there are different roles that constituents do. In
our table groups of 6 people, each person is going to represent a constituent with a specific roll…
- The president  This person speaks with and for the group. When the president is in National
Assembly meetings, the president organizes, summarizes and shares the ideas the all the
constituents of the political party have created. This person is going to formulate their ideas
around questions like, “Am I representing all of the ideas that the voters in my political party?”
or “Am I communicating our idea of a solution for the issues of hunger and a lack of national
security?”.
- The secretary  This person collects all of the notes during the National Assembly meetings.
Everyone is going to reflect on the ideas that have been shared by all the political parties, but
21
this person is going to create a “report” that contains the ideas and claims that have been said
by other political parties and other constituents.
- The treasurer  This person is going to organize their ideas and they will speak with the rest
of the National Assembly about the concept that is at the front of everyone’s mind: money.
This person will formulate their ideas around questions like, “How much money can we spend
(as a political party) on these causes?” or “Should we spend money for these causes?”.
- The publicist  This person is going to focus on the “public image” of the political party. The
publicist is going to formulate their ideas around questions like, “What impact does our
solution for the crisis have on our public image?” or “What types of acceptable advertisements
can we publicize to show support (or a lack of support)?”.
- The protector of public voters  This person is going to focus on how the political party can
represent the public voters of the national party. This person is going to formulate their ideas
around questions like “Are we representing the philosophies of the public well or poorly?”.
- The director for diversity  This person is going to focus on how the solutions of their political
party benefit all communities, especially marginalized communities. This person will formulate
their ideas around questions like, “Is our solution for the national hunger and security crisis
benefiting all Venezuelan citizens?” or “Have we focused enough on equity?”.
For the rest of the class today, I am going to give y’all time to research (in your groups) about your
political parties. How have they responded to the issues of hunger and the lack of social security? How
are y’all going to respond to these problems that we mentioned in our discussion about the
socioeconomic crisis? What does each party member have to research and think about with their
specific roll that they have? What should they focus on? Remember that we’ve focused a lot
throughout our unit on finding objective and subjective information to either support or not support
people or movements. We’ve graduated from just saying “oh you’re cancelled” because that stops the
conversation. In groups, how are y’all going to present your ideas and solutions to the rest of the
National Assembly. The essential goal for this project is to “put yourself in the shoes” of these political
parties and think critically about a solution for hunger and a lack of social security. This packet will be
like a guide for y’all throughout this project. In two days, y’all are going to present your solutions for
22
the socioeconomic crisis in our National Assembly meeting using one of the methods in your packets
(the directions and the rubric for the project are on the first and last page of the packet). Within the
packet, there is space to write about the research that y’all have found during this hour and
tomorrow’s hour. During the presentations, y’all will be graded on your presentation as a group, your
presentation of your roll in the solution, and your participation and attention during the presentations
of other political parties. When the other political parties are presenting their solutions, y’all should
take notes using the sheet on the 5th page and y’all will turn them in after all the presentations are
finished. Our meeting will be professional, so I expect y’all to give your explicit attention to each
group. I am going to provide y’all with snack and drinks because speaking in front of the whole class
can be difficult. I am here to support y’all and if you have questions about my expectations or the
directions for this project, raise your hand and talk with me during work time. Are y’all ready to
work?”
30 seconds Transition into student’s independent work time that is dedicated to them working in groups to This part of the lesson serves as a
research and prepare for our “Asamblea Nacional” tomorrow. transition into the following activity.
 “Bueno clase, voy a dar les el resto de la hora para trabajar en grupos, investigar sus partidos
políticos, investigar su rol en el partido, crear sus opiniones individuales (pensando sobre su rol), y
crear una solución para los asuntos del hambre y la falta de seguridad nacional. Tendremos tiempo
mañana para trabajar en grupos, pero debemos hacer la mayoridad del trabajo en clase hoy para
prepararnos para nuestra reunión de nuestra “Asamblea Nacional”. Traten de que hacer un poco más
trabajo hoy como tarea, pero no les preocupen porque van a tener tiempo mañana para trabajar. Si
tienes, preguntas levanten el mano, ¿okay?”
 “Alright class, I am going to give y’all the rest of the hour to work in groups, research your political
parties, investigate your roll in the party, create your individual opinions (thinking about your role),
and create a solution for the issues. We will have time tomorrow to work in groups, but we should do
23
the majority of the work in class today to prepare ourselves for our “National Assembly” meeting
tomorrow. Try to do a little bit more work tonight as homework, but don’t worry because y’all will
have time tomorrow to work. If you have any questions, raise your hand, okay?”
20 minutes Give students to work in their table groups researching to get prepared for our whole class “Asemblea I am always a strong proponent of
Nacional”. Within their packet (which is located at the end of this document), the work that students homework never being assigned if it
isn’t intentional and/or purposeful.
need to do is logically laid out for them and scaffolded in a way that supports their learning and gives Even though this project is dense and
them space to expand upon their ideas. requires a lot of thinking on the
student’s part, if they stay on task both
today and tomorrow, all they should do
for “homework” is practice what they
*Remind students that they are allowed to use their devices or go down to the media center to want to say during their presentation
research. * and compile all the information that
they researched. I also wanted to
intentionally include a whole
independent workday so that students
*Walk around the classroom while students are researching and talking in groups and formatively can have time to be in their groups for
check for understanding by asking questions like “¿Qué aprendiste sobre tu partido político?” or more than 20 minutes. This is also
another excuse to get students talking
“¿Tienes preguntas para mí? ¿Hay algo que te confusa?”. *
and communicating in the target
language.
Communication

information, express feelings and

interpret written and spoken language
Standard 1.3: Students present

24
information, concepts, and ideas to an

audience of listeners or readers on a
variety of topics.
Cultures

between the practices and perspectives

between the products and perspectives
Comparisons
Standard 4.2: Students demonstrate

studied and their own.
CRITICAL QUESTIONS
- Are students feeling overwhelmed by this activity? If so, what can I do to make sure they feel supported?
o If it turns out that they need more time to work in groups and work on their packets, I can always add another day
worth of work time into their schedule. I always want to see good quality rather than a rushed product.
- Are students understanding the directions and the whole “role” assignment?
o If they aren’t understanding things, compare it to the United States IN SPANISH. Use phrases like “Tenemos un
senado, ¿verdad?”, ect. so that they can make some good comparisons and contextualize the language better.
25
- Is this activity scaffolded well?

o Within the packet, there is a “palabras claves” box that they can utilize, and they even have a script of how our
“reunión” will look like.
ASSESMENTS
- Summative Assessments  For today, there are none. Tomorrow there will be though with the “reunión” that we will have.
- Formative Assessments  There are no formal assessments that they will be turning in, but there are formative checks that I
do throughout the lesson itself.
COOPERATIVE LEARNING LESSON PLAN: DAY 2

26
THIS IS A STUDENT WORK DAY WHERE THEY HAVE THE WHOLE HOUR TO INDEPENDENTLY WORK WITH THEIR
GROUPS.
27
COOPERATIVE LEARNING LESSON PLAN: DAY 3
AGENDA
Greet Students and Check In

3-minute group huddle
“El líder en mi” group presentations
RATIONALE:
- Today is finally the day where students have the opportunity to share what they’ve been working on for the past two days. It
is the culminating “last step” in this project where students share their thoughts and ideas in front of their peers. By this
point in the project, students have started to develop their objective and subjective fact-finding skills through the research
that they’ve undergone to further use and fight against injustice. Now it is time to apply those skills to criticize injustice in the
modern world and use the research they’ve done to create some form of change (even though it is on a hypothetical level).
Language Level: Spanish 2 Grades: 10/11 Teacher: Profe Lobo Minutes: 60 minutes
What are the objectives - To provide the space necessary for students to present their findings to the rest of the class.
for students? - To better students public speaking skills in the target language.
- To allow students the opportunity to ask questions to each other and react.
Materials/ Set Up - EPSON board.

- All the virtual visual aids pulled up on the computer prior to class starting.
- Desks set up in a U-shape.
- Extra packets if students need them or forgot theirs to take notes with.
- Gavel.
28
- Timer pulled up on the screen.

- “Bienvenidos a la reunion de la Asamblea Nacional” slide.
What are the standards W-RSLL Standards

that the instructor will
focus on? - Communication
o Standard 1.1: Students engage in conversations, provide, and obtain information, express feelings and
o Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.
o Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on
a variety of topics
LESSON PROCEEDURE
Time Spent on Description of Activity Teacher Thinking

Activity
1 minute *As students are entering the room, tell them to grab some snacks that are located on the circle table in the First, I wanted to
corner* provide students with
snacks because that
might alleviate some of
the stress they have
Do a quick check in with students to see how they’re feeling and their stress level going into their going into this
presentation. I always
presentations. start my hours out with
a 1- or 2-minute
conversation with my
students where I can
 “¡Hola todos! ¿Como están? ¿Cómo se sienten sobre el proyecto? ¿Están listo? ¿Cómo puedo apoyarles gauge how they’re
antes de que comencemos de la primera presentación? ¡Tengo mucha confianza en ustedes!” feeling going into the
lesson for the day. Since
oral presentations
always tend to cause
 “Hey everyone! How are we feeling? How do y’all feel about the project? Are y’all ready? How can I support the most stress, doing
29
y’all before we start the first presentation? I believe in you!” this 1- minute check in
with them is of the
upmost importance.
Communication
Standard 1.1: Students

engage in
conversations, provide,
and obtain information,
express feelings and
emotions, and
exchange opinions.
30 seconds Transition into a three-minute group huddle where students will meet with their political party groups and This part of the lesson
check in with each other before we start the presentations for the day. serves as a transition
into the next part of the
activity.
 ”Bueno, entonces ahora vamos a comenzar con una “charla de grupos” en nuestros partidos políticos.
Antes de que empecemos las presentaciones (empezando con grupo numero uno o el PSUV), voy a dar les
tres minutos para revisar su presentación con sus grupos…”
 “Alright, so right now we are going to start with a “group huddle” in our political party groups. Before we
start the presentations (starting with group number 1 or the PSUV), I am going to give y’all three minutes to
review your presentation with your group…”
3 minutes Give students three minutes exactly to have a brief group huddle with their political party to review their I wanted to make sure
that I eased students
30
presentation. Start the timer on the computer for 3 minutes and give students the go ahead to chat with their into their presentations
peers. and scaffolded for
success, so I
intentionally included
time for them to chat
 “A ver, voy a empezar el reloj para 3 minutos. Durante este tiempo, deben charlar con to grupo sobre la amongst their groups
and make sure
presentación y clarificar cualesquiera preguntas que tengan. ¡Adelante!” everything is good. The
last thing that I would
want them to do is go
into this presentation
 “I am going to start the clock for three minutes. During this time, y’all should chat with your groups about not feeling supported
the presentation and clarify any question that you might have. ¡Adelante!” by me or their group
members.
30 seconds When the timer rings, transition into the National Assembly meeting by hitting the gavel five times, changing This part of the lesson
the slide to the meeting slide (pictured below), and beginning with opening statements to the “floor”. serves as a transition
into the next part of the
activity where students
go up to the front of the
class and share their
plan of action.
*This also serves as a

time for both the
teacher and the
students to get into
character. *
31
 “Si todos los votantes podrían tomar sus asientos cerca de sus partidos políticos. Me llamo Juan Guaidó, el
presidente de la Asamblea Nacional Venezolana y comienzo esta reunión. Hoy vamos a escuchar a cuatros
partidos políticos representados en nuestra asamblea sobre su plan para resolver la crisis socioeconómica del
hambre y la falta de seguridad nacional. Primero, vamos a oír del Partido Socialista Unido de Venezuela y su
plan. Segundo, vamos a oír de la Acción Democrática y su plan. Tercero, vamos a oír del Partido Comunista de
Venezuela y su plan. Y finalmente vamos a oír de los representantes indígenas y su plan. Adelante con el
Partido Socialista Unido de Venezuela…”
 “If all the constituents could take their seats close to their political parties. My name is Juan Guaidó, the
president of the Venezuelan National Assembly and I commence this meeting. Today we will be hearing from 4
represented political parties in our assembly about their plan to solve the socioeconomic crisis of hunger and a
lack of national security. First we will hear from…”
56 minutes Begin student led presentation where each student groups goes in front of the class and presents their plan of I don’t believe that
(approximately action to help with the crisis. When each group starts talking, start the timer at your desk for 12 minutes. having students present
in front of the class
14 minutes per without enough
group) scaffolding to do so.
Transition into each political party group presentation: During the students’
presentations, they can
use any notes or
 “Adelante ________, ¿Qué es tu plan de acción?”
resources that they
would like because in
 “Next up ________, what is your plan of action?”
the real world, we are
encouraged to use what
we got to complete a
task. Also, my
While each group is presenting, use the extra rubrics that are printed out on your desk to grade each
classroom environment
student’s work as a group and their individual contribution. is on where students
are not afraid to take
risks and make
mistakes.
After the 12 minutes for the group’s presentation are up, lead the class in a round of applause for the groups
32
to congratulate them on the work they’ve done.

Communication

Start the timer for 2 minutes to give room for the instructor to ask any questions as they pertain to the engage in
students’ presentation. Ask at least two questions (as the teacher) to the group and then let the class ask at conversations, provide,
least one question. and obtain information,
express feelings and
emotions, and
exchange opinions.

understand and
interpret written and
spoken language on a
variety of topics.

present information,
concepts, and ideas to
an audience of listeners
or readers on a variety
of topics
CRITICAL QUESTIONS
- Are students being attentive during their peer’s presentation? If not, how can I redirect students without interrupting the
group that is presenting?
o If there are students that are acting out of character during group presentations, try to walk right over to the students
that are not paying attention and staying there until they behave themselves. However, don’t be too loud or
distracting to the point that the group presenting get’t thrown off.
- Speaking in front of a class is hard regardless of if students feel supported or not; how can I scaffold for encouragement?
o After each presentation, say something along the lines of “¡Fantástico! Yo aprecio todo del trabajo que han hecho”,
which affirms the hard work that students put into this project.
33
- If there are repeated errors throughout the students’ presentations, how should I respond as the instructor?
o DO NOT interrupt the students in the midst of their presentations! Wait till the end of their presentation and start off
with saying something along the lines of “¡Buen trabajo! Tengo algunos comentarios pequeños para el grupo…”.
ASSESSMENTS
- Formative Assessments  The only formative assessment part of this lesson is that group check in where students can
formally assess their peers for their preparation and knowledge.
- Summative Assessments  Both the oral 12-minute combined group presentation and their visual aid that they turn in at the
end of their presentation (using the rubric located in their student packet).
34
BACK-POCKET ACTIVITIES
Activity Description of the Activity
Finish viewing Materials/Set-Up:

“A la calle”
documentary on - EPSON board.
HBO Max – - “A la calle” pulled up and projected onto the screen.
“Think – Pair – - The four guiding questions for the clip written on the board.
Share” - Students paired off with their map partners from Bolivia.
- Flashcards with students’ names on them.
Description:
25 minutes
- Before we started this cooperative lesson, students did a short viewing party (about 20 minutes) of the documentary “A la
calle”. This documentary is completely in Spanish, and it highlights the real-life injustice that has occurred in Venezuela over
the past 7 years. It is meant to inspire people to use their privilege and create change with the knowledge they’ve received,
and I believe that it aligns perfectly with what students are learning about within this unit. For this back-pocket activity, I
want students to finish up watching this movie past the 20-minute mark. At this point in the movie, students see the police
brutality that is occurring in the streets amidst these protests for change in Venezuela. It quite honestly reminds me of the
Black-Lives Matter marches that happened in the peak of 2020. After viewing 10 minutes more of the documentary, I will
have students think individually and answer 4 guiding questions on a sheet of blank paper located at the front of the room. I
will then have them pair up with their Bolivian map partners. Finally, I will have them share with their map partners their
answers. At the end of this activity, I will take volunteers using the name flash cards.
Procedure:
- Reintroduce the movie “A la calle” to the class and start the 10-minute viewing (2 minutes).
o  “Bueno clase, entonces ahora vamos a continuar mirando el documental, “A la calle”, de la que empezamos ayer.
Es una película fantástica que se enfoca en la injusticia real que ha ocurrido en Valenzuela para los últimos 7 años.
Miramos la introducción a este documental y hicimos algunas actividades sobre la película, pero ahora vamos a
continuar y mirar un poco sobre la injusticia que ha cometido la policía nacional. Después de mirar esto, vamos a
35
hacer una actividad de “pensar - emparejar – compartir” con nuestros compañeros de Bolivia. Antes de que
empecemos, yo tengo 4 preguntas esenciales para guiarse por mirar este clip que están en el pizarrón…
 ¿Como te sientes después de mirar este clip?

 ¿Cuales son algunas palabras de vocabulario muy útiles en este clip?
 ¿Has visto protestas similares en los Estados Unidos o en diferentes partes del mundo?
 ¿Cómo es la seguridad nacional dentro de Venezuela? ¿Es buena? ¿Es mala?
Pensar critico sobre estas preguntas a lo largo del clip (yo tengo papel en la caja encima de la mesa circula que
puedes usar para tomar apuntes), pero ahora voy a empezarlo. ¿Están listo?”
 “Alright class, so now we’re going to continue watching the documentary, “A la calle”, which we started
yesterday. It is a fantastic film that focuses on the injustice that has occurred in Venezuela for the past 7 years. We
watched the introduction to this documentary, and we did some activities about the film, but now we’re going to
continue and watch a little bit about the injustice that the national police has committed. After watching this, we’re
going to do a “think – pair – share” activity with our partners from Bolivia. Before we start, I have 4 essential
questions to guide you through watching this clip that are on the board...
 “How do you feel after watching this clip?”

 “What are some really useful vocabulary words in this clip?”
 “Have you seen similar protests in the United States or in different parts of the world?”
 “How is the national security within Venezuela? Is it good? Is it bad?”
Think critically about these questions throughout the clip (I have paper in the box on top of the circle table that you
can use to take notes), but I am going to start it now. Are y’all ready?”
- Silently view the movie with Spanish subtitles. If students are being disruptive, go over to those individual students and sit
directly by them (10 minutes).
- Start off with the think portion of this activity.
o  “Bueno, ¿Cómo fue? Ahora vamos a tomar 5 minutos para responder a todas de las preguntas que están en el
pizarrón individualmente…”
36
o  “Alright, how was it? Right now, we’re going to take 5 minutes to respond to all the questions that are on the
board inidividually…”
- Continue and give students time to find their map partners from Bolivia (1 minute).
o  “Entonces, ahora vamos a emparejar y hablar sobre nuestras respuestas con nuestros compañeros de Bolivia. Si
tu compañero no está aquí, dime y puedes trabajar con otra pareja para formar un grupo de tres. ¡Adelante!”
o  “So, no we’re going to pair up and talk about our answers with our partners from Bolivia. If your partner isn’t
here, tell me and you can work with another pair to form a group of three. Let’s go!”
- Give students time for students to share their answers with their map partners (5 minutes).
- Continue with a group share and call on students (using the name flash cards to share out their answers to the group to
reflect (5 minutes).
o  “Bueno, ¿entonces de qué hablaron con sus parejas? ____, ¿de qué hablaron?”
o  “Alright, so what did y’all talk about? ____, what did you talk about?”
“El Nacional” Materials:

Article
Scavenger Hunt - Chromebook cart checked out from the media center.
- Printed off half sheets with the questions that are written on the board.
- Students paired off with their map partners from Argentina.
- The URL for the news site written on the board.
Description:
- One of the methods that students have talked about finding objective information to form their subjective opinion is by
using authentic materials (such as authentic news sources like El Nacional). For this activity, students will find relevant
articles that relate to the socioeconomic crisis that Venezuela is facing. They will work with a partner to find out the “who,
what, when, and why” of the article. This also will help them in preparation of their final project because they can beg,
borrow, and steel any article that is mentioned and use it.
Procedure:
- Introduce the assignment and explain the directions. *As students are walking in, remind them to pick up the half sheets
that are on the circle table. * (1 minute)
37
o  “Entonces, ahora vamos a usar nuestras habilidades de encontrar los hechos para apoyar o no apoyar las acciones
“cancelables” del gobernó venezolano en respuesta a la crisis socioeconómica. Con su compañero de Argentina, van
a visitar uno de los sitios de noticias venezolanas más popular (El Nacional y el URL está en el pizarrón), encontrar un
articulo relevante que relata a la crisis socioeconómica del hambre y la falta de seguridad nacional, y responder a las
preguntas que están en el pizarrón aquí usando sus hojas…
 ¿Quien escribió este articulo? (el autor)

 ¿Qué está en este articulo? (una descripción breve)
 ¿Cuándo el autor escribió este articulo?
 ¿Por qué es este articulo relevante?
Voy a dar les 20 minutos para llenar estas hojas y responder a estas preguntas con tu compañero de Argentina, y si
tienes algunas preguntas para mi, levanten el mano. ¿Están listo?
 “So, now we’re going to use our fact-finding skills ton support or not support the “cancellable” actions of the
Venezuelan government in response to the socioeconomic crisis. With you partner from Argentina, y’all are going to
visit one of the most popular Venezuelan news sites (El Nacional and the URL is on the board), find a relevant article
that relates to the socioeconomic crisis of hunger and a lack of national security, and respond to the questions that
are on the board using your sheets …
 Who wrote this article? (the author)

 What is in this article? (a brief description)
 When did the author write this article?
 Why is this article relevant?
I am going to give y’all 20 minutes to fill out these sheets and respond to these questions with your partner from
Argentina, and if you have any questions for me, raise your hand. Are y’all ready?
- Give students 20 minutes to research and find an article on the El Nacional website. Once students are done, instruct them
to hand in their sheets at the circle table in the corner.
38
EL LÍDER EN MI PAQUETE
For this project, we are going to put ourselves in the shoes of Venezuelan government officials and propose our own solutions to the
socioeconomic crisis of hunger and a lack of national security. We will be working in our political parties that we’ve been assigned
responding to the question, “Como un partido político, ¿Qué vamos a hacer en respuesta a la crisis socioeconómica?”. Remember
that the political parties and their resources that were assigned are as follows …
- El Partido Socialista Unido de Venezuela (el partido más conservador).
o http://www.psuv.org.ve
- La Acción Democrática (el partido más liberal).
o https://ademocratica.com
- El Partido Comunista de Venezuela (el partido más radical).
o https://es.wikipedia.org/wiki/Partido_Comunista_de_Venezuela , https://www.facebook.com/PartidoComunistaVe/
- Los representantes indígenas (los que estaban en la región antes de la colonización).
o https://iwgia.org/es/venezuela/4173-mi-2021-venezuela.html , https://www.aa.com.tr/es/pol%C3%ADtica/pueblos-
ind%C3%ADgenas-de-venezuela-eligen-diputados-para-la-asamblea-nacional/2071623
The purpose of this packet is to guide you through your research, plan for your presentation, and prepare for the Asamblea
Nacional. Put all your ideas and research findings about your political party and your specific roll in this packet (hint: you will be able
to have this packet with you during your presentation). This packet has multiple parts that are as follows …
- Preguntas más frecuentes.

- Investigación sobre tu partido político.
- Investigación sobre tu rol asignado en el partido político.
- Apuntes de la reunión de la Asamblea Nacional
39
- Vocabulario útil para usar durante la reunión de la Asamblea Nacional.

- Una rubrica de calificación.
You will be creating a 12 minute group presentation to share (in front of your peers and in Spanish) your hypothetical solution that
could solve the socioeconomic crisis in Venezuela. For this oral presentation, you must prepare a visual aid that could be one of the
following
- Google Sides or Microsoft PowerPoint presentation.

o If you choose this method, you must email Profe Lobo ( ethanlaw@umich.edu) a copy of your presentation at least
12 hours before you present so that he can have them ready to go on his dock).
- A creative poster (using the butcher block paper that is in the library).
- A handout that you can give out to the rest of the National Assembly.
- Other visual aids that MUST be approved by Profe Lobo first.
During each political party’s presentation, each member must talk for at least two minutes about their ideas that pertain to their
party’s proposed solution. Each individual must also fulfil the duties and responsibilities of their roll (that they chose amongst their
groups) which are…
- El presidente  Organizing the constituents of their political party; starting the presentation with a welcome; giving a
summary of their presentation and their plan that could solve national hunger and security issues; closing out the
presentation.
o Ej: “¡Hola todos! Bienvenidos a nuestra presentación sobre como podemos resolver la crisis socioeconómica del
hambre y la falta de seguridad nacional. Para nuestro partido político, creemos que el gobierno de Venezuela debe…”.
- El secretario  Giving a summary of the facts about hunger and a lack of national security in Venezuela; giving a summary of
what their political party has done up until now; presenting any quotes from articles or the parties website.
o Ej: “Nuestro partido político encontró algunos hechos sobre la crisis socioeconómica del hambre la falta de la
seguridad nacional como…”, “Hasta ahora, nuestro partido político ha …”
40
- El tesorero  Speaking about the hypothetical financial cost of their party’s proposed solution; summarizing the budget for
their solution.
o Ej: “La solución de nuestra solución va a costar …”, “Debemos gastar el dinero en esta solución porque…”.
- El publicitario  Talking about how their political party is going to present their solution to the public; creating and sharing a
mission statement for their political party’s solution.
o Ej: “Nuestro partido político puede presentar nuestro plan al público usando …”, “Para nuestro partido político,
creemos que …”, “La declaración de objetivos fundamentales para nuestra solución es …”.
- El protector de los votantes públicos  Sharing the beliefs and philosophies of their political party’s public voters; speaking
about how their plan will protect voters rights.
o Ej: “Las creencias de nuestro partido político son…”, “Nuestra solución va a proteger los derechos de los votantes
públicos …”.
- El director de diversidad  Focusing on how their solution to the hunger and security threat can provide safety for all people
from all creeds, speaking about how this solution doesn’t marginalize people.
o Ej: “Nuestra solución va a ayudar a todos …”, “Nuestra solución es equitativo porque…”, “Esta solución no marginaliza
la gente venezolana porque…”
You can collaborate with your classmates throughout this packet to formulate your thoughts and ideas. Use all your resources when
working through this (the links that are in Profe Lobo’s presentation/ in this packet, the internet, the library, the media center,
Venezuelan news sources/ articles like El Nacional, etc.). If you have questions or concerns, FIRST try asking one of your group mates
(they might know the answer already!), THEN talk with Profe Lobo. You can do this! 
PREGUNTAS MÁS FREQUENTES
When planning for this project, you might find yourself asking some questions along the way. Profe Lobo is more than willing to
answer any question that you have, BUT here are some of the preguntas más frecuentes for this project…
- Q: How am I going to get graded for this project?

41
o A: At the end of this packet, there is a rubric that tells you what you will be graded on. Overall, you will receive two
scores; your first score is your group presentation grade (all members of your political party will receive the same
grade) and the second score is your individual grade (the points you earn for your 2-minute speaking addition to your
group’s’ presentation).
- Q: Can I use this packet during my presentation?

o A: Of course! This packet is your guide for your presentation, but it is NOT a script to read off.
- Q: If I say one word wrong, am I going to fail?

o A: Heck no! When learning a language, everyone makes mistakes once and a while and that’s how we learn. If the
mistake is repeated on multiple occasions, your grade might reflect that, but one slip up doesn’t determine how well
or poorly you did on an assignment.
- Q: Can I use Wikipedia as a source?

o A: Profo Lobo might be controversial, but Wikipedia can be a great source if used correctly. Wikipedia is a
collaborative online research platform, and within each Wikipedia page, there are countless credible sources that you
can be directed towards. However, before you get too attached to a Wikipedia source, get it approved by Profe Lobo
first.
- Q: Are we turning in our visual aids?

o A: Yes! If you are using a virtual visual aid (like Google Slides or PowerPoint), turn it in through Google Classroom
underneath the “El líder en mi presentación” tab. If you have a physical visual aid (like a poster or a handout), put a
copy of one of them in the basket on the turn in table in the front of the room.
- Q: If I feel like my group members aren’t pulling their weight, what should I do?
42
o A: That is a valid concern and if you find yourself in this situation, first talk to Profe Lobo (either through email or in
class) and then he and you can anonymously set up a group 1:1 with Profe Lobo and the group. During this meeting,
we can come up with a solution that can benefit all.
INVESTIGACIÓN SOBRE MI PARTIDO POLÍTICO
El nombre de mi partido político:
Los otros miembros en mi partido político:
1: 2:
3: 4:
5:
En la asamblea nacional, ¿Cuántas sillas tiene mi partido político?:
¿Qué son las filosofías principales de mi partido político? ¿Qué creen los miembros de mi partido político sobre el gobierno de
Venezuela?:
¿Cuáles son algunos de los lideres principales en mi partido político?:

43
¿Qué cree mi partido político sobre la crisis del hambre nacional? Con la investigación que ya he hecho, ¿Cuáles son las opiniones
de los miembros en mi partido político sobre la crisis del hambre nacional?:
¿Qué ya ha hecho mi partido político para cambiar la crisis del hambre nacional? ¿Ha propuesto mi partido político algunos leyes
o movimientos en tiempos recientes?:
¿Qué cree mi partido político sobre la crisis de la seguridad nacional? Con la investigación que ya he hecho, ¿Cuáles son las
opiniones de los miembros en mi partido político sobre la crisis de hambre nacional?:
44
¿Qué ya ha hecho mi partido político para cambiar la crisis de la seguridad nacional? ¿Ha propuesto mi partido político algunos
leyes o movimientos en tiempos recientes?:
Después de la investigación, las conversaciones, y la colaboración con los otros miembros de mi partido político, ¿Cuáles son los
planes de una solución para cambiar la situación socioeconómica para el mejor?:
Como un partido político, ¿Qué vamos a compartir con el resto de la Asamblea Nacional?:
INVESTIGACIÓN SOBRE MI ROL
Mi rol en mi partido político:
En mi partido político, ¿Cuáles son mis responsabilidades?:

45
Durante la reunión de la Asamblea Nacional, ¿Cómo puedo apoyar los otros miembros de mi partido?:
En la solución que ha creado mi partido político, ¿Cuáles son mis responsabilidades con mi rol asignado?:
¿Tengo que preparar algo para la reunión de la Asamblea Nacional?:
APUNTES PARA LA REUNIÓN DE LA ASAMBLEA NACIONAL
Use this space to take notes on the presentation of your peers and the beliefs of other political parties. Remember that you will be
turning these notes in, and they will count towards your grade for attention and participation. You don’t have to write in full
sentences if that will distract you from listening but put down key words or phrases that heard that relate to each prompt.
Nombre del partido:

46
Los miembros del partido:
Una descripción breve sobre su solución para resolver la crisis socioeconómica del hambre y la falta de seguridad nacional:
¿Te gustas este plan?:
Nombre del partido:
47
Nombre del partido:

48
VOCABULARIO ÚTIL PARA USAR DURANTE LA REUNIÓN DE LA ASAMBLEA NACIONAL
National Assembly meetings are dynamic, exiting, and there are so many people voicing their opinions about important movements
and legislations; we are going to model that! After each presentation, there will be time for questions from Profe Lobo and the rest
of the class. To formulate your questions, you can start them with phrases like…
- “¡Muchas gracias para su presentación! ¿Podrían elaborar en…?

- “¡Que fantástica! ¿Qué creen sobre …?”
- “¡Maravilloso! ¿Qué piensan sobre el plan de … en comparación con el plan de ustedes?”
- “¡Qué guay! Por qué creen …”
Before and after each presentation, we should be cheering on our classmates because again, it can be difficult to go up in front of a
class and speak about what you think. You can’t interrupt the presenters when they’re in front of the National Assembly, but before
or after, you can use helpful expressions like…
- ¡Qué interesante!  How interesting! - ¡Increíble!  Incredible!

- ¡Padrísimo!  Incredible! - ¡Qué bien!  That’s great!
- ¡Qué maravilla!  That’s great! - ¡Buena suerte!  Good luck!
- ¡Buen trabajo!  Great work! - ¡Orale!  Well done!
- ¡Eso es la vaina!  That’s awesome! - ¡Buena suerte!  Good luck!
- ¡Hiciste bien!  You did well! - ¡Estoy de acuerdo!  I agree!
49
- ¡Suena bien!  Sounds good!
In preparation for our floor meeting, there is some complex vocabulary that is worth using in both your presentation and in your
notes/reflections. Below, you will find a list of vocabulary words in Spanish and English that are worth remembering as they pertain
to the crisis that Venezuela is facing currently.
- Socioeconómico  Socio-economic (adj)

- El hambre  hunger, famine (n)
- La seguridad  security, safety (n)
- La falta de  the lack of (n)
- La resolución  resolution (n)
- Resolver  to resolve, to find a solution for (v)
- Los impuestos  taxes (n)
- Los partidos políticos  political parties (n)
- Las legislaciones  legislations (n)
- El público  the public (n)
- Los ciudadanos  citizens (n)
- La policía nacional  the national police (n)
- Conservador/a  conservative, right leaning (adj)
- Liberal  liberal, left leaning (adj)
- Radical  radical, extreme (adj)
- Proponer  to propose, to set forth (v)
- La injusticia  injustice (n)
- Injusto/a  unjust, unfair (adj)
- Desequido/a  inequitable (adj)
- La inequidad  inequity (n)
- El maltrato  mistreatment (n)
- El abuso  abuse (n)
50
- Imparcial  impartial (adj)

- Partidista  partisan (adj)
- Derechos  rights (n)
- Proteger  to protect (v)
- Los votantes  voters, constituents (n)
- Los votantes públicos  public voters (n)
- Marginalizar  to margionalize (to oppress people and their rights) (v)
- Costar  to cost (monetary) (v)
“EL LÍDER EN MI” RUBRIC
NOTA DEL GRUPO
Creatividad/ Esfuerzo Lógico/ Empatía Ayuda Visual
4- The group’s response to the crisis in Venezuela The group’s response to the crisis in Venezuela was The visual aid directly outlined what the group’s
Extenderse was outside of the box. The group embodied this logical and well put together. The response directly proposed solution was. The visual aid had no
political party to create an outstanding solution. answered two of the main concerns in this crisis beyond glaring grammatical errors that took away from
The extraordinary effort shown by the group is substantially and with empathy. the readability of the aid.
clearly visible.
3- The group’s response to the crisis in Venezuela The group’s response to the crisis in Venezuela was well The visual aid outlined what their group’s
adequate and demonstrated a great deal of put together and more or less logical. The response proposed solution was with minimal grammatical
Acercarse effort. The group adequately embodied their directly answered two of the main concerns in this crisis errors that could take away from the readability
political party to make their solution. adequately and with empathy. of the aid.
51
2– The group’s response to the crisis in Venezuela The group’s response to the crisis in Venezuela was The visual aid didn’t quite outline every aspect of
Desarollarse didn’t show too much effort or creativity, but confusing and possibly needs some tweaking, but they the group’s proposed solution and there were
they still attempted to embody their political addressed the two main concerns with empathy. multiple repeated grammatical errors that took
party. away from the aid’s readability.
1- The group’s response to the crisis in Venezuela The group’s response to the crisis in Venezuela didn’t The visual aid didn’t outline the group’s
didn’t show effort put forth. The group didn’t make sense logically and it did not address more that proposed solution and there were too many
Empezar address their political party at all. one of the two main concerns with empathy. grammatical errors for a reader to understand
the main points.
Puntos totales: ___ / 12
NOTA INDIVIDUAL
Creatividad/ Esfuerzo Lógico/ Empatía Presentación oral
4- The student creatively addressed the issue at The student effectively and logically discussed what how The student was able to speak for the full two
Extenderse hand using their roll and the responsibilities that they contributed to the political party’s solution to the minutes in Spanish with minimal breaks or
pertains to it. The teacher can clearly see obvious crisis. Their contribution was concise, coherent, and pauses. The student’s accent was clear and if
effort that went into their contribution to the empathetic. they made a mistake, the recorrected and moved
political party’s solution. on.
3- The student adequately addressed the issue at The student more or less logically discussed how they Even though the student’s part of presentation
using their roll and the responsibilities that contributed to the political party’s solution to the crisis. was under the time limit, they spoke in Spanish
Acercarse pertain to it. The teacher can see the effort that Their contribution was empathetic and made overall with minimal brakes or pauses. The student tried
went into their contribution. sense. for a clear accent and their mistakes didn’t
undermine the listener’s comprehension.
52
2– The student’s contribution to the presentation The student’s contribution wasn’t very concise or The student was both under the time limit and
Desarollarse didn’t show much creativity and some of the logically sound, but it empathically addressed the they had to switch to English a lot throughout
responsibilities of their roll weren’t addressed, political party’s solution to the crisis in some way. their presentation. Overall, the lister could
but overall, the teacher could see the student’s comprehend the main points of what the student
effort. was addressing.
1- The student’s effort towards contributing to the The student’s contribution to their group’s presentation The student was severely under the time limit
group’s presentation and addressing their roll’s didn’t logically make sense and it was not empathetic. and spoke very minimal Spanish. The lister
Empezar responsibilities is very questionable. couldn’t quite comprehend the main points of
what the student was addressing.
Puntos en total: ___ /12
Nota del grupo + nota individual = ___ /24
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1

“El líder en mi” Cooperative Learning Lesson Plan

Lesson Plan for Day 1  pg. 2- pg. 22

Lesson Plan for Day 2  pg. 23

Lesson Plan for Day 2  pg. 24 – pg. 29

Back Pocket Activities  pg. 30 -pg. 33

Student Packet  pg. 34 – pg. 46

COOPERATIVE LESSON PLAN

AGENDA FOR DAY 1 OF “EL LIDER EN MI”

Brief Lecture/ Information About Current History of Venezuelan Government

Materials/ Set Up - Prepared Google Slides

- Student handout printed out for each student.

What are the standards ACTFL W-RSLL Standards

Time Spent Description of Activity Teacher Thinking

students have had a long day worth of

Standard 1.2: Students understand and

Essential Questions to Increase Participation, Cultural Comparisons, and Connections:

 “¿Como se sentían la gente indígena a lo largo de los esfuerzos de la colonización de Colon?”

 “¿Como es el gobierno de Venezuela diferente en comparación con los Estados Unidos?”

Standard 1.1: Students engage in

Standard 1.2: Students understand and

*Transition into entire class group share*

Share (whole class):

doing. empathize and think critically about real

Standard 2.1: Students demonstrate an

Standard 2.2: Students demonstrate an

Standard 4.2: Students demonstrate

- El Partido Socialista Unido de Venezuela  1

*Distribuye los paquetes para el proyecto y cambia la pantalla*

- El Partido Socialista Unido de Venezuela (the more conservative party)

- El Partido Socialista Unido de Venezuela  1

Standard 1.1: Students engage in

Standard 1.2: Students understand and

Standard 1.3: Students present

information, concepts, and ideas to an

Standard 2.1: Students demonstrate an

Standard 2.2: Students demonstrate an

Standard 4.2: Students demonstrate

- Is this activity scaffolded well?

COOPERATIVE LEARNING LESSON PLAN: DAY 2

COOPERATIVE LEARNING LESSON PLAN: DAY 3

Greet Students and Check In

Materials/ Set Up - EPSON board.

- Timer pulled up on the screen.

What are the standards W-RSLL Standards

Time Spent on Description of Activity Teacher Thinking

Standard 1.1: Students

*This also serves as a

to congratulate them on the work they’ve done.

Standard 1.1: Students

Standard 1.2: Students

Standard 1.3: Students

Activity Description of the Activity

Finish viewing Materials/Set-Up:

 ¿Como te sientes después de mirar este clip?

 “How do you feel after watching this clip?”

“El Nacional” Materials:

 ¿Quien escribió este articulo? (el autor)

 Who wrote this article? (the author)

- El Partido Socialista Unido de Venezuela (el partido más conservador).

- La Acción Democrática (el partido más liberal).

- El Partido Comunista de Venezuela (el partido más radical).

Transition into entire class group share

Distribuye los paquetes para el proyecto y cambia la pantalla